The document discusses the education system during the Buddhist period in India, which lasted from around 600 BC to 1200 AD. Key aspects include education being centered around Buddhist monasteries and teachings, with a focus on spiritual development through disciplines like meditation. Students would enter the monasteries at a young age and progress through a 22-year curriculum covering religious scriptures as well as some worldly subjects. While education was open to all castes, women's access to education was limited. Overall the system emphasized character development and discipline through austere living conditions.

1. EDUCATION SYSTEM IN
THE BUDHHIST PERIOD
Presented by
SANDEEP KUMAR SONKAR

2. Introduction
Buddhist period roughly starts from 600 B.C and last for about 1200 B.C.
Buddhist period institutional organizations is one of the chief characteristics of
education.
Buddhist education Based on the teachings of Gautama Buddha.
In the 6th century BC, Buddha was born into a royal family of Kapilavastu.
His father's name was Shuddhodhan and mother's name was Mahamaya.
He was married to Yashodhara.
He had spread his message to various parts of the world like Burma, China,
Japan, Tibet, Sri Lanka, Korea etc.
His works and messages has been established as a new religion and a
philosophy.
His disciples recorded his teachings in the form of written notes in Pali which
are called the Tripitikas.

3. Buddha’s Theory
Buddha believes in Law of Karma.
Present existence of the individual is the effect of past Karma.
He believes in Rebirth.
Buddhist Philosophy doesn’t believe in God.
The place of God is taken by the universal doctrine of Karma which governs
the universe in such a way that no fruit of action is lost. A man gets what he
deserves on the basis of his past deeds.
Nirvan – It is the state of great pleasure and peace which can be attained
through wisdom goodness and knowledge.

4. Basic Tenets of Buddhism
Life is Full of Sufferings
The Cause of Sufferings is desire
The end of the Suffering is Possible
This End is Possible by Following Eight Fold Paths:
1. Right View
2. Right Intensions
3. Right Speech
4. Right Action
5. Right Livelihood
6. Right Effort
7. Right Concentration
8. Right Mindfulness

5. Aims of Education
Development of personality
Formation of Character
Physical and intellectual development
Religious and spiritual development
Promotion of social efficiency and happiness
Presentation and spread of culture
Preparation for Life

6. System of Education
In Buddhist period, students had to stay in Sangha or Viharas.
The total period of education was 22 years which of 12years as ‘Pabbja’ and 10
years as ‘Upasampada’.
The boys went out of their families and joined the monasteries.
After admission to Sangha, they could remain a monk, leaving their former
caste, dress, character etc.
All the castes were allowed to get admission in the monasteries.

7. Primary Education
The age for starting primary education was 6years.
Children had to study a children book named SIDDHIRASTU during first six
months in which there were 16 chapters and 49 alphabets.
In the beginning children imitate the pronunciation of teacher after that they
start writing.
Teaching method was oral and cramming was emphasized.
The medium of instruction was Pali language.

8. Pabbja Ceremony
Minimum mandatory age for entering Viharas was 8 years.
The entrance was permitted to students after shaving their heads, wearing
yellow clothes and requesting the head monk of the Sanghas to allow them for
admission.
The monk asked them to take three vows – I go into the shelter of Buddha. I
seek the shelter of Dharma. I enter the shelter of Sangha.
No-one could get admission without the consent of his parents.
Patients of infectious diseases, government servants, slaves and soldiers were
not allowed to be admitted to Sangha.

9. Upsampada Ceremony
Pabbja ceremony education continued for twelve years. When the student
received twelve years education he had to undergo the Upasampada ceremony.
The Shraman had to present himself before all other monks of the monastery.
One could be admitted for the Upasampada ceremony only when the majority
of the monks voted in favors of the same.
After the Upasampada ceremony the Shraman was regarded as a full-fledged
member of the monastery. On this occasion all his worldly and family
relationship ended.

10. Curriculum
There were two types of education primary and higher education.
In primary education reading, writing and arithmetic were taught.
In higher education religion philosophy Ayurveda, military training was
included.
The knowledge of Sanskrit was necessary for higher education.
Sutta, Vinaya and Dhamma Pitak were the main subjects prescribed for study.
Veda,puranas,grammar,astrology,astronomy,vedanga,medicine,ayurveda,
politics, culpture,mathematics etc were included in the curriculum for general
students.
Everyone was free to choose his subject without any restriction.
Thus both worldly and spiritual aspect of education were included.

11. Method of Teaching
Verbal education
Discussion
Prominence of logic
Tours
Conference
Meditation in solitude
The medium of instruction was common language.
The centre of education were Taxila, Nalanda, Vikramshila and Vallabi.

12. Women Education
Previously women were not allowed to get education.
But after the request of his disciple Anand Buddha allowed women to enter
the Sangha.
Bhikshus are not permitted to give education to women in alone.
Women were considered inferior to men.
General women were not allowed to get education.

13. Vocational Education
Bhikshus were given various types of education in handicrafts weaving and
stitching of clothes.
Agriculture, trade, commerce, animal- husbandry were also taught.
Education in architecture, sculpture and painting helped in construction of
beautiful monasteries.
Education of medical science is the gift of Buddhist period, Charak and
Dhanvantari were the great Ayurveda Acharya.

14. Role of Teacher
Bhikshus were teachers. They must have spent ten years as monk and must
have the purity of character, thought and generosity.
He must have high mental order so that he might teach his students the
religion and nobleness.
There are two categories of teacher – Acharya and Upadhaya.
Acharya may admit number of people who would have to live with him at his
own house for minimum period of 12 years. He would not accept any fees.
Upadhaya admits the students and imparts instruction on payment of fees. His
pupils were to study the part of Vedas for a temporary.

15. Daily Routine of Disciples
Regular service of guru was essential.
In the morning students would arrange water and look after teacher’s meal.
He would cook the food, feed the teacher and clean the utensils.
He would go out for alms.
He had to keep the place tidy.
He could not go anywhere without the permission of the teacher.

16. Rules for Shramner
Not to killed any living being.
Not to accept anything given to him.
To be free from impurity of character.
Not to tell a lie.
Not to used any intoxicating thing.
Not to take food in improper time.
Not to speak ill of anybody.
Not to take interest in music, dance and play show.
Not to use luxurious and scented things.
Not to accept the gifts of gold or silver.

17. MERITS OF BUDDHIST EDUCATION
Well organized centers.
Simple and austere life.
Total development.
Disciplined Life.
Ideal teacher-student relationship.
International importance.

18. DEMERITS OF BUDDHIST EDUCATION
Special emphasis on religious knowledge.
Lack of education in technical skills subjects.
Lack of military and physical education.
Ignoring the importance of physical labor in education.
Neglect of women education.
Neglect of worldly life.

19. Conclusion
Finally we can say that the chief aim of Buddhist education was all-round
development of personality which included his physical, mental, moral and
intellectual development. Buddhist Education was wide open and available to the
people of all walks of life. Vihars or monasteries were the centers of Buddhist
education. The curriculum was spiritual in nature. The method of teaching was
mostly oral in nature. The medium of Buddhist education was the common
language of the people. The teacher-pupil relationship was very cordial.